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(„Schulische Interaktionen, die erfolgreiche Erziehung verhindern”), Kraków 2005, wyd. Wydawnictwo Naukowe Papieskiej Akademii Teologicznej w Krakowie, ss. 359, ISBN 83–7438–037–3
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(Erziehung und Bildung angesichts der Herausforderungen der Postmoderne, Hrsg. E. Osewska, Warschau 2011, 248 Seiten, Verlag UKSW, ISBN 978–83–7072–685–0)
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The attitudes towards integrating interactive boards in educational activities are essential for understanding the position of students and teachers. In this study there was performed a systematic literature review of peer reviewed articles as published between 2000 and August 2015 on the attitudes of educational actors towards using interactive boards in educational activities. As a result of current studies, there was elaborated the IWB-based model, which highlights the role of different components (pedagogical/ instructional, psychological, social, economic, technological) in the effective integration of new technologies in educational activities.
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The formative impact of interactive methods has been increasingly lying at the centre of methodological arguments among teachers in the last 10 years. For pre-school education, rediscovering, adjusting and using interactive methods, classic as well as modern, has been a real challenge. From this perspective, this study aims at analyzing and illustrating the way in which the methods of conversation and stellar explosion may be exploited in the intellectual education of preschoolers. Concretely, we shall look at their contribution to developing preschoolers’ communication skills through activities of “Language education”, conducted systematically within the experiential field of “Language and communication”.
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The subject of Civic Education deals with forming the young person both as a citizen of the state he is part of, as a member of the various social groups, and as a unique and dignified being. It includes the fundamental rules of living in society, cultivating respect towards oneself and others, the taste of independence, responsibility and cooperation, recognition of the rights of others, human dignity, equality between races, sexes. A first step of the study consisted in identifying the main difficulties encountered in implementing Civic Education at the level of the second grade. Based on this, it was proposed an experimental project which shall be described and which started from the central idea of training by means of a relatively integrated approach to the lessons of Civic Education for the third grade, the lessons of Romanian literature, and the second grade non-formal activities, organized systematically from this standpoint. From this perspective, the study’s hypothesis aimed at validating the way in which the integration and conducting of lessons of Romanian language and literature with non-formal activities with the purpose of building the main civic skills shall induce a progress in their formation. Illustrating how the experiment was structured and conducted may provide numerous suggestions to those interested in preparing this difficult process of learning in primary education.
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Contents are knowledge units supporting the achievement of reference and operational objectives. They occur in the curriculum either as a transposition of didactic coordinates for certain skills that are representative for the targeted domain, or as a flexible model on the basis of which authors of handbooks may provide proper pedagogic solutions for conducting the educational act. Contents are means supporting the achievement of the established frame and reference objectives. Content units are organized either thematically, or in agreement with the fields which constitute the various objects of study. The choice of the order regarding the covering of these contents in class rests with the teacher or the department, on condition that the didactic logic of the domain and a certain number of hours allotted for syntheses and recapitulation are respected. The curriculum specifies the type of knowledge, abilities and skills that the students in the respective grade should acquire, as well as the order in which these should be learned.
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The transformations produced in Romanian education since 1989 generated the need for education, not just in intellectual, aesthetic and religious terms but, most importantly, on the moral level. The purpose of this study is to present the role of specific methods of moral education in the development of civic competences at pupils from primary education. The research method used is the formative pedagogical experiment doubled by observation as a complementary method. The result of this study shows that the implementation of a methodological stage based on the creative use of civic-moral education methods leads to obtaining real progress regarding the moral-civic competences at pupils from primary education.
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The aim of this study is to identify the lifelong learning tendencies of the teachers in terms of different variables. The population of the research consists of the teachers n=362 working in the Yüksekova town center of Hakkari province in the academic year of 2013-2014. The research data were obtained by using the “Lifelong Learning Tendencies Index”. According to the findings of the research, there are significant differences between the lifelong learning tendencies of the teachers in terms of the variables of gender, attitude towards the profession, and frequency of reading books. Significant differences in favour of females were observed in terms of the variable of gender, and in favour of the teachers who care for their professions in terms of the variable of attitude towards the profession, and in favour of the ones who frequently read books in terms of the variable of book reading habits. Besides, no significant differences were identified in terms of the variables of age, professional experience, or branch.
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The article proposes in its ntroduction to define the context and the stage of development of contemporary science, implicitly in the psychopedagogy of adolescents, young people and adults. Transdisciplinarity is addressed by differentiation from other levels of knowledge integration: mono, pluri and interdisciplinarity of knowledge. The construction and reconstruction of knowledge in the twentieth century reality is made on the four pillars of knowledge which are explained according to the pedagogy of adolescents, youths and adults. The eight key competences of lifelong learning are described. The objectives and competences of the enhancement and extension discipline of Psychopedagogy of adolescents, young people and adults are elaborated in a transdisciplinary vision. The methods used are: document analysis, comparative analysis, conceptual synthesis and generalization.
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The education of the 21st century should respond to societal changes, as well as to challenges occurring in line with the unprecedented development of technology, mass migration and globalisation. The principles underlying the current educational policies support the need to promote an axiological education, in harmony with human and social values which should lead to a good co-existence, acceptance and respect between different civilisations and cultures. In this respect, the ecumenical education promotes pro-social attitudes, openness to people, peace and social justice. Near the family, the main agents shaping the children moral character are school and church. The religious education in the Romanian schools aims at the holistic development of the individuals, their spirituality and morality, but also at forming a harmonious personality of a person capable to cohabit, communicate and positively relate to his or her peers. This paper focuses on revealing the formative aspects of the religious education provided to secondary school students, the way they relate to the values and principles of ecumenical education and how specific elements to ecumenical education are applied in particular contexts.
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In the present study we explored the core factor structure originally proposed by the developer of the Parent Reading Belief Inventory (PRBI) DeBaryshe (DeBaryshe & Binder, 1994; DeBaryshe, 1995). The PRBI was developed to assess and explore parents’ beliefs about reading aloud to their children, measuring parents’ attitudes and perceptions about how children learn, the content of their learning and parental efficacy in the process. The PRBI is supposed to have 7 underlying subscales and a total score. Using a sample of 227 parents in Serbia our analyses showed internal consistency estimates were not in line with those reported by the authors of the PRBI. Using confirmatory factor analysis the subscale models showed substantial variance in how well they fit. Better fit was found for the overall models for the entire PRBI scale. Among them, the correlated factors model exhibited the best fit indices. Limitations and future research are discussed.
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This paper deals with various reasons for treating the problematisation of textbook discourse as an important aspect of its educational design. These reasons Lire derived from: the nature of learning process, the nature of scientific knowledge and both motivational and cognitive gain achieved through a problematisation of learning material. Implications drawn from these considerations, along with textbook genre possibilities and constrains, lead us to define some basic strategies of textbook discourse problematisation. They refer to: way of presenting knowledge (problem structuring of text, presenting the history of knowledge and different perspectives); use of specific questions and tasks; metacogntive support of the learning process and specific type of textbook language (dialogical, problem focused, language of thinking).
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The aim of this study was to investigate the possibility of predicting school achievement through personality traits and goal orientations. A total of 222 second, third and fourth grade high school students participated in the study (65.8% girls). The Big Five Inventory was used to measure the five personality traits (Extraversion, Neuroticism, Conscientiousness, Agreeableness and Openness to experience) and the Components of Self‒Regulated Learning was used for measuring three goal orientations: learning goal orientation, performance goal orientation and work‒avoidance goal orientation. As a measure of school achievement, the following was gathered: students’ previous grade point average, grade in Croatian language, mathematics, and first foreign language. The results of the hierarchical regression analyses suggested that Conscientiousness and Neuroticism are positive predictors of GPA and the grade in the Croatian language. Furthermore, Openness is a positive predictor, while Extraversion is a negative predictor of the grade in the first foreign language. Also, results have shown that learning goal orientation is a positive predictor of the grade in Croatian language. Finally, results have shown that learning goal orientation mediated the relationship between Conscientiousness and the grade in Croatian language.
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Based on the analysis of socialization context within modern society, we justify development of critical thinking as an important educational goal, as well as the necessity of thoughtful, theoretically founded approach in its realization. Discussed difficulties in understanding the genuine meaning of critical thinking concept are related to the complexity of concept itself, but also with diverse and heterogeneous context it is used in, and superficial, purely pragmatic and theoretically unfounded practice. Thus, the paper is an attempt to identify the key theoretical problems regarding the conceptualization of critical thinking, and an invitation to serious consideration of its meaning, importance and practical implications.
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The golden vein of every creature is its longing for the better, the tendency to climb to the peaks of happiness, towards the treasures of the soul. The vein must be revealed, however well-hidden it may be. Man becomes master of his own destiny through spiritual ascension by creating a momentum to achieve daring dreams.
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Le bonheur, en tout cas, ne se résume pas à une norme de droit, mais ni en dehors de ca il n’en est pas possible. Le bonheur est, en dernière instance, un produit de la liberté de la pensée et de la limitation générée par sentiment, la première dimension étant celle de l’universalité de la réflexion, de l’idéal et de la cognition, le deuxième, celle de la centration sur le directement, mais aussi sur le sensible, sur la sensibilité, sur le bonheur, le bonheur étant, comme le bien, un concept, une catégorie philosophique, éthique et esthétique et non seulement un effet sensorial. Si la liberté, dans la société humaine et dans l’Univers entier, est, comme le disait Platon et Hegel, une nécessite comprise, la sensibilité est, en même temps, ce qu’on appelle sentir et connaître en sensible – donc directement et intégralement du monde, c’est-à-dire ce qu’on se voit et ce qu’on se sent –, et leurs intersection génère toujours un infini sensible et rationnel. Sus cette intersection, om peut définir, tant qu’on le peut définir, le bonheur aussi. La norme de droit a, en ce cas, la fonction de assurer la substance des limites de la liberté extérieure conditionné et de la non-limitation intérieur du fait générateur de ce effet qui, dans certaines conditions, peut être nomme le bonheur.
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It is crucial to continually evaluate the role of the teacher in education due to the ever‑changing challenges faced by the youngest members of society. The teacher plays a significant role in shaping the student’s personality and serves as a source of support in constructing the student’s worldview. Since the student‑teacher relationship is pedagogical in nature, the teacher is expected to not be highly qualified with regard to general knowledge and teaching ability, but also to serve as a moral example. Given the research method (observation and active participation in the school life), the article constitutes only a preliminary attempt at describing the complex issue of the teacher’s role in the process of education.
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The author discusses the complex issue of teacher evaluation, assessing its importance for both students and teachers. On the basis of his own research, the author presents subjective opinions of students which result in the phenomenon in which a student conducts the same evaluation they have been subject to earlier. Despite the lingering feelings of resentment, the students – consciously or not – do not adhere to the proper rules of conduct. They notice other teachers’ mistakes and criticize them publicly while acting in a very similar way. This problem can be also seen in the case of academic teachers and the evaluation of students. Is there a way to change this state of things? According to the author, the most sensible course of action would be a conversation, a discussion with students regarding the issues of mutual evaluation, as well as building trust in their relationships.
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The article introduces the figure of Bronisława Dymara, PhD, a long‑term teacher and academic at the University of Silesia. Bronisława Dymara was a person whose life was rife with difficulty; nevertheless, she persisted as a passionate teacher and instructor. She is the author of a particularly famous and well‑regarded among teachers book series entitled „From Teachers for Teachers”. The series comprises over 30 volumes under a collective title „A Child in the World…” Her research and humanist attitude was and remain an inspiration for people making their first steps in the world of academia.
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The central focus of self-determination theory is the concept of the need for growth, which is used in interpreting the occurrence and maintenance of autonomous regulation of work behaviour. The aim of the research is to determine the relationship between the type of self-regulation and the dominant type of work motivation in secondary school teachers in the context of self-determination theory. Research participants were 194 teachers of both genders, aged between 24 and 64. The relationships between the type of self-regulation and the dominant type of work motivation were explored using the SRM-2 and EFQ questionnaires. The obtained results indicate that a lower level of self-integration is accompanied by the less autonomous types of work motivation, whereby the highest correlations occur between the ego-investing self-type and various forms of extrinsic motivation, while the integrated self-type correlates mostly with the intrinsic and the identified types of work motivation. It has been shown that different types of extrinsic motivation best discriminate the respondents with the integrated and the ego-investing self-type. It has also been shown that the identified and intrinsic types of work motivation best discriminate the group with an impersonal self and other two groups of respondents. When it comes to socio-demographic variables, the differences in the structure of motivation have been obtained only with respect to gender.
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